THE OFFICIAL TECHNICAL PUBLICATION OF THE UNITED STATES GYMNASTICS FEDERATION

December 1986

Forward Aerial

Walkover

Non-Prollt Organization U.S. Postage

PAID Permit No . 6466

Indianapolis, Ind

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Vol. 6, No. 4

SESSION

PRE I II III IV V VJ

Competitive Stress

Management

December 1986

2

Inside This Issue

4-8 Forward Aerial Walkover By Nicholas Fabish, Jr.

10-14 Competitive Stress Management

15-16 Psychological Characteristics Of Junior Elite Female Gymnasts

17 Calendar of Events

Ronald Hetzler Southern · Illinois Univ.

By Mickey Orr Belleville, Ill.

By Keith Henschen Bill Sands Univ. of Utah

17 Pan American Selection Procedures (Men) All USGF photos © 1985-86, by Dave Black

CHA NGE OF ADDRESS AND SUBSCRIPTION INQU IRIES: In order to ensure uninterrupted delivery of TECHN IQU E magazine. notice o f change of address should be made six to eight weeks in advance. For fast est service. please enclose your present mailing label. Direct all subscription mai l to TECHN IQU E SUBSCR IPT IONS. 1099 N. Meridian St .. Suite 380. Indianapolis , IN . 46204 . POSTMASTER: Send address change to TECHNIQUE. 1099 N. Meridian St .. Ind ianapolis. IN 46204 .

TECHNIQUE is published quarter ly for $12.00 by the United States Gymnastics Federation. 1099 N. Meridian St .. Suite 380. Indianapolis. IN . 46204 (Phone: 317-638-8743) . Th ird class postage paid at Indianapolis. IN . Subscription price: $12.00 per year in United States: all other countries $24 .00 per year . Back issue single copies $2.00 plus $1.00 postage/ handling . All reasonable care will be taken . but no responsibility can be assumed fo r unsolicited material : enclose return postage .© 1986 by USGF and Technique. All rights reserved . Printed in USA.

Technique Preparation of Art icles for Submission :

Please follow a uniform format of preparing artic les for submission in order to provide the most efficient channel through the evaluation and review process . The fo llow­ing should be included in submissions :

1. An original type copy, doubled spaced on B'h x 11 inch paper .

2. An abstract . on a separate page . a short summary of procedure and explanation of study or article content (not more than 150 words} .

3. A short biographical paragraph on a separate page of the author or authors accompanied by a small photo (2 'h x 3'h") of the author.

4 . References on a separate sheet double spaced in consecutive order . using Index Medicine style (author's name- last name first . name of book . ci ty . publisher . year . page numbers) journal references . should follow same format (author. name of article . Journal name. vo lume. pages . year) .

5. Duplicates of pictures and diagrams or figures (black and white preferred ) with sharp detail. Also include explanations (captions) of pictLires and diagrams on a separate sheet. Photograph release- a letter of release from any identifiable subject in photos that are included in the art icle unless the face or eyes are obscurred . Letter should be signed by subject . parent or guardian .

6. Title page consisting of an informative title. author's name and complete institutional o r profes­sional address.

Submission of Articles for Publication:

Wri tten art icles wi ll be accepted for review and pos­sible publication in the fol lowing procedure . First the art icles are sent to :

USGF Department of Publications 1099 N. Meridian St .. Suite 380

Indianapo lis. IN 46204 Upon receipt of the article. to the USGF office. the re­

search coordinator wi ll review and forward copies to the appropriate USGF Sports Advisory Committee members for review. On receiving their review. copies of the article will go to the Managing Editor and Execut ive Di rector for final approval for publication.

If it is necessary for the artic le to be edited or revised in order to improve the effectiveness of communication to a wide variety- level of readers. the author will receive the edited article prior to publishing for their approval.

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Vol. 6, No. 4

Publisher Mike Jacki

Education/Safety Editor Dr. Gerald George

Production Michael G. Botkin

UNITED STATES GYMNASTICS FEDERA­TION BOARD OF DIRECTORS: Executive D irector: Mike Jacki. Athlete Representatives: Lydia Bree; Peter Vidmar; Linda Kardos; Tom Beach; Kathy Johnson; Tim Daggett; Kelly Garri­son. Amateur Athletic Union: jerry Hardy. Amer­ican Sokol Organization: Norma Zabka. Amer­ican Turners: Harry Warnken. Members at Large: Linda Chencinski. NCAA Gymnastics Coaches­Men: Fred Roethlisberger, University of Minneso­ta. NCAA Gymnastics Coaches-Women: Judi Avener, Penn State University. National Associa­tion for Girls and Women m Sports: Dr. Mimi Murray, Sprin~field College. National Associa­tion of Women s Gymnastics Judges: Dale Brown. NCAA: Sylvia Moore, Oregon State University; Gail Davis, Rhode Island College; Jerry Miles, c/o NCAA; Wayne Young, Brigham Young Universi­ty. NAIA: Bonnie Morrow. NHSGCA:John Brink­worth . National Federation of State High School Athletic Assoc.: Sharon Wilch; Susan True. National Jewish Welfare Board: Courtney Shank­en. NJCAA: Dave Rowlands, Truman College.

"NGJA: Mike Milidonis. USAIGC: Ed Knepper. Men's Elite Coaches Assoc.: Jim Howard, Uni­versity of Nebraska. USECA for Women: Roe Kreu tzer; Steve Whitlock. Young Men's Christian Assoc .: Cliff Lothery . Jr. Boy's Gym. Coaches Assoc. : Rich Boccia. President: Mike Donahue.

EXECUTIVE COMMITTEE: President : Mike Donahue. Secretary: Judi Avener. Vice President: Jim Howard. Executive Director: Mike Jacki. FIG Technical Committee: Jackie Fie. FIG Rhythmic Technical Comm.: Andrea Schmid. FIG Men's Technical Committee: Bill Roetzheim. Vice Presi­dent for Women: Sue Ammerman . President Emeritus: Bud Wilkinson. Athlete Representa­tives: Ka thy Johnson; Peter Vidmar; Larry Gerald.

·Members at Large: Mike Milidonis; Linda Chen­cinski.

Associate Content Editors SPORTS MEDICINE COMMITl'tt Merrill A. Ritter, M.D. SAFETY COMMITTEE Dr. Marc Rabinoff EDUCATION COMMITTEE Dr. Garland O'Quinn BIOMECHANICS COMMITTEE Dr. Marlene Adrian, Director SPORTS PSYCHOLOGY COMMITTEE Dr. Keith Henschen, Ph.D. EXERCISE PHYSIOLOGY COMMITTEE Dr. Pat Eisenman, Ph.D.

Unless expressly identified to the contrary, all articles, srate mcnts and views princed herein are a1tribu1ed soley 10 the author and the United States Gy mnastics Federatio n expresses no o pin· ·ion the reo n and ass um es no respons ibilit y thereof. ·

Technique

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Forward Aerial Walkover

Effect of Selected Kinematic Variables on Judges' Ratings of

the Forward Aerial Walkover Nicholas E. Fabish, Jr. and Ronald

K. Hetzler Southern Illinois University Department of Health, Physical Education, Recreation

and Dance Nicholas E. Fabish, Jr. is currently Director and Head

Coach of the Men's Gymnastics program at Jewart's School of Gymnastics in Pittsburgh, PA

Abstract

T he purpose of this study was to quantify selected biomechanical variables describing the forward aer­ial walkover and to test

their effects on judges' ratings. The data were collected using a 16 mm LoCam high speed camera positioned perpendicular to the line of action. Five subjects performed three trials each. From the fifteen filmed trials measure­ments were obtained using a Numonics 1224 digitizer interfaced to an Apple II Plus microcomputer.

The biomechanical variables in­cluded in the analysis were knee angle of takeoff leg at takeoff (A 1), knee angle of takeoff leg at apex (A2), knee angle of takeoff leg at landing (A3), knee angle of swing leg at takeoff (A4), knee angle of swing leg at apex (A5), knee angle of swing leg at landing (A6), trunk-thigh angle at takeoff (A?), trunk­thigh angle at landing (AB), split angle at takeoff (A9), split angle at apex (A 10), split angle at landing (A 11 ), greatest amount of knee flexion of takeoff leg prior to takeoff (A 12), total time airborne {Time), horizontal dis­tance traveled (H.D.), and vertical dis­placement of center of gravity (V.D.).

To determine which variables were the most significant contributors to the judges scores, a stepwise

2 regression

analysis to maximize R was con­ducted. The most parsimonious model (R

2

= 97.4) included five variables of

4 Technique

which four occurred during the apex phase of the skill. The regression equa­tion was:

Predicted Score = 0 .183 + 0.097(A2) - 0.092(A4) + 0.051 (A5) + 0.061(A10) + 14.865(V.D.). ltwasrec­ommended that to receive a high rating in the forward aerial walkover a gym­nast should concentrate on obtaining a maximum knee extension throughout the skill, obtain the maximal split angle that does not compromise knee exten­sion, and maximize the vertical force component to obtain more height.

Effect of Selected Kinematic Variables on Judges' Ratings of

The Forward Aerial Walkover

I n gymnastics, judges have only a brief look at the skill they are asked to evaluate. Therefore , they must focus on specific criteria, some of which may be

weighted more heavily than others. To be able to predict which phase and which variables of a skill the judges look at most critically would allow the coach and athlete to improve these specific areas and subsequently contribute to the attainment of a high score.

One way to accomplish this would be to relate actual judges ' scores to selected kinematic variables identifying those that account for the variance in judges' ratings on specific tricks. Men's and women's gymnastics floor exercise routines have included the use of for­ward aerial walkovers for many years. The forward aerial walkover is a skill which requires a combination of power, flight and flexibility. To perform the movement the gymnast must generate sufficient height to allow forward rota­tion 360 degrees about the transverse axis.

The element which differentiates the aerial walkover from most other forward rotating movements, is that this skill in­volves a takeoff from one foot then a landing on the opposite foot. In the mid­dle of the aerial the gymnast performs another unique movement which is marked by the gymnast's execution of a split when completely inverted and air­borne. Therefore, the purpose of this study was to quantify selected biomechanical variables describing the forward aerial walkover to test their effects on judges' ratings.

Method

Five skilled subjects were selected on their ability to perform the forward

Technique

aerial walkover and gave their informed consent. A description of the subjects is presented in Table 1.

Four Illinois state certified gymnas­tics judges independently rated each trial , on a scale of 1-10, as the subjects performed the skill. The subjects were asked to perform the skill three times. Each trial was filmed at 100 frames/ second. The subjects' starting position was standing erect with the arms ex­tended at the elbows and the shoulders flexed 180° (see Figure 1 ).

The subjects were not permitted to run and hurdle. The takeoff leg was to be flexed approximately 90 degrees at the hip joint with the knee fully ex­tended. All subjects were required to perform the Russian style arm lift. The Russian lift is a circling of the arms at the shoulder, whereby the arms move forward and downward (in the sagittal plane) and continue backward until maximum hyperextension.

The data were collected using a 16 mm LoCam high speed camera posi­tioned perpendicular to the place of mo­tion. Data were extracted from the film using a Numonics 1224 programmable electronic digitizer interfaced to an Ap­ple II Plus microcomputer. Computer software programs were utilized to generate joint angles, and horizontal and vertical displacements of the cen­ter of gravity. The kinematic analysis was limited to the frames that illus­trated: the smallest absolute angle of knee flexion of the takeoff leg prior to takeoff, the instant of takeoff, the apex (defined as the moment of zero vertical acceleration of the center of gravity) , and the instant of landing.

Fifteen biomechanical variables were included in the analysis . They were knee angle of takeoff leg at takeoff (A 1 ), knee angle of takeoff leg at apex (A2}, knee angle of takeoff leg at land­ing (A3}, knee angle of swing leg at takeoff (A4) , knee angle of swing leg at apex (A5) , knee angle of swing leg at landing (A6} , trunk-thigh angle at takeoff (A7), trunk-thigh angle at land­ing (AB), split angle at takeoff (A9), split angle at apex (A 10), split angle at land­ing (A 11 ), greatest amount of knee flexion of takeoff leg prior to takeoff (A 12), total time airborne (Time), hori­zontal distance traveled (H .D.), and vertical displacement of center of grav­ity (V.D.) A stepwise regression analy-

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5

Starting Position

Lunge Position

sis to maximize R2

was conducted us­ing the Statistical Analysis System and utilizing the judges' ratings as the de­pendent variables. The stepwise re­gression analysis determined which variables were the most significant con­tributors to the predicted overall score for the subjects in the present study.

Results

The most parsimonious model (R

2

= 97.4%) is given in Table 2.

The five variables included were the absolute knee angle of takeoff leg at the apex (A2), the absolute knee angle of swing leg at takeoff (A4), the absolute knee angle of swing leg at the apex (A5), the splitt angle at the apex (A10), and vertical displacement (V.D.) . Fig­ure 1 schematically presents these variables.

The best predictor in the regression model is the absolute knee angle of the takeoff leg at the apex. The absolute knee angle of the takeoff leg at the apex is a direct measurement of the absolute knee angle in degrees at the peak of the airborne phase of the skill. Figure 2 is a graphical representation of the mean absolute knee angle of the takeoff leg over time for all subjects. In the present study the mean absolute knee angle of the takeoff leg at the apex was 169.1 degrees.

At the apex of the skill, subjects 1, 2, and 4 had greater knee extension than did subjects 3 and 5, and received cor­respondingly higher scores (Table 1 ). The three subjects that scored highest, had absolute knee angles here of 174.4 degrees, 178.2 degrees, and 17 4.4 de-

6

Takeoff

grees, with a mean of 175.7 degrees. These subjects subsequently received a mean form rating of 8.23. The other two subjects had absolute knee angle measures of 158.0 degrees and 160.5 degrees with a mean of 159.3 degrees. Their mean form rating was 5.16.

The second variable in the model is the absolute knee angle of the swing leg at takeoff. The swing leg is the leg that the gymnast kicks up and over the top and eventually becomes the land­ing leg. Figure 3 is a graphical repre­sentation of the mean knee angle of the swing leg over time for all subjects.

Apex Landing

T he mean absolute knee angle of the swing leg at takeoff of all subjects was 173 degrees. It can be seen that early in the lunge

phase, the ~wing leg knee angle is at its minimum (X= 128 degrees) . Just prior to takeoff, the knee angle increased (X = 168.8 degrees). Soon after takeoff the knee angle again decreased (X = 155.2 degrees). These general trends appeared in all subjects.

The third variable is the absolute knee angle of the swing leg at the apex. The ideal angle of the swing leg at the

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- -~ Technique

apex is 180 degrees (George, 1980). In the present study the mean knee angle of the swing leg at the apex was 145 degrees. The general trend in all sub­jects during this phase was to decrease the swing leg knee angle as they approached landing.

The fourth variable in the model is the split angle at the apex. The split is the angle measured between the left and right thigh of the subject in the sagittal plane. In the present study the mean split angle at the apex was 155 de­grees. Figure 4 is a graphical repre­sentation of the mean split angle over time for all subjects.

All subjects reached their maximum split angle shortly after takeoff. As the subjects approached the apex, the split angle decreased . This trend was observed in all subjects for all trials.

The last variable included in the most parsimonious model was vertical dis­placement. Vertical displacement was the measured height of the center of gravity for each subject obtained during the forward aerial walkover. Each gym­nast's center of gravity was determined and recorded at the starting position and at the apex. All gymnasts, except one, displayed a negative displace­ment value in their vertical center of gravity measure. Only subject number 4 displayed an increase in height at the apex when compared to the starting position center of gravity. The other ten variables tested did not significantly contribute to the R

2

value.

Discussion

T he absolute knee angle of the takeoff leg at the apex had the greatest influence on the judge's ratings. The subjects who were able to

keep the knee closer to the recom­mended 180° during this phase were awarded higher scores. This suggests that if the performers were to concen­trate on a powerful knee extension of the takeoff leg at takeoff and maintain this throughout the apex, their scores would be higher. George (1980) and Boone (1976) suggested that the gym­nast strive to achieve maximum knee extension throughout the airborne phase of the skill. The findings of the present study support their conten­tions.

The second best predictor was the

Technique

Table 1 Subject Information

Age Ht. Wt. BMI•

Experience Mean Score Subject (yrs.) (cm) (kg) (yrs.) (Judges' Ratings)

1 23 172.0 68.9 23.3 5 6.71 2 17 152.4 49.6 21 .5 4 8.74 3 13 153.6 56.2 24.0 3 5.50 4 12 151 .1 43.9 19.3 3 8.05 5 13 156.5 42.1 18.0 2 5.42 x 15.6 156.5 52.1 21 .2 3.4 6.88

Standard Deviation 4.5 8.7 10.8 2.6 1.1 1.49

Note. Subject 1 was two-time NCAA Division I All-American in floor exercise. BMI" = Body Mass Index Wt(kg)/Ht2(m)

Table 2 Regression Analysis for the Five Most Predictive Variables of

the Judges' Scores

A Square - 0.97421891 OF Sum of Squares Mean Square F Prob> F

Predictors" 5 33.63864884 6.72772977 68.02 0.0001 Error 9 0.89019116 0.09891013 Total 14 34.52884000

Predicted Score = 0.183 + 0.097(A2) - 0.051(A5) + 0.061(A10) + 14.865(V.D.)

"1. Abolsute knee angle of takeoff leg at apex. (A2) 2. Absolute knee angle of swing leg at takeoff. (A4) . 3. Abolsute knee angle of swing leg at apex. (AS) 4. Split angle at apex. (A 1 O) 5. Vertical displacement. (V.D.)

absolute knee angle of the swing leg at landing leg for the gymnast. Near the takeoff. The subjects who had the end of the airborne phase the knee greatest amount of knee extension of angle of the swing leg decreases for all the swing leg at takeoff also exhibited subjects. This may be explained by the greater extension at the apex (which reduction of the radius to assist in in­was the third variable included in the creasing rotation and/or to prepare the model). The swing leg also acts as the gymnast for the necessary shock

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ABSOLUTE KNEE ANGLE OF SWING LEG

SUBJECTS

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MEANS Of SUBJECTS 1- 5

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/

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TIME JN SECONDS

7

ABSOLUTE KNEE ANGLE OF TAKEOFF LEG In summary, the five variables which contribute to a higher overall score when performing a forward aerial walk­over accounted for 97.4 percent of the explained variance. Three of the five variables were related to the knee angles. Four of the five variables oc­curred at the apex, which indicate the importance the judges attributed to this phase of the skill. The knee angles of the takeoff leg and the swing leg at this moment were highly scrutinized by the judges and were significant contribu­tors to the overall rating earned by the gymnast. The split angle at the apex was also important. Based on these re­sults it was concluded that if the per­formers want to improve their scores, they should obtain maximal knee ex­tension throughout the skill , obtain the maximal split angle that does not com­promise knee extension and maximize the vertical force component to obtain more height.

MEANS or SUBJECTS 1- 5

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170

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LEGEND

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TIME IN SECONDS

Starting Position Lunge Phase

The next best predictor was the split angle. In the present study, the subjects maintaining greater knee extension had less extension in their split at the apex and vice versa. It has been sug­gested that the knees be extended fully and the split be 180 degrees in order to achieve the desired aesthetic appear­ance (Riddell, 1974, George, 1980, Carr, 1980). However, it is easier to achieve a split angle nearer to 180 de­grees if the knees are slightly flexed. Riddel ( 197 4) recommended that max­imum split angle be achieved before takeoff or rotation will be affected. In the present study the mean split angle at a takeoff was 167 degrees and this angle decreased to a mean of 155 degrees at apex. Once leaving the supporting sur­face the subjects found it difficult to ex­ert the unassisted muscular tension necessary to maintain a wide split.

Height attained by the gymnast was the last significant variable to be in­cluded in the regression model. Howev­er, the results of the present study indi­cate that straight legs are more impor­tant in achieving high scores than a maximal split angle. Therefore, if a coach and gymnast find that a need ex­ists to compromise between straight legs or a larger split angle our results indicate that the gymnast should keep the legs as straight as possible, which may tend to decrease the split angle.

8

Takeoff Apex Landi

The ability to obtain a high vertical cen­ter of gravity displacement is to the advantage of the performer, as it in­creases the time airborne allowing the gymnast to execute the skill. The gym­nasts achieving the greatest vertical displacement measures at apex re­ceived the highest overall rating.

References

Boone, W. T. (1976) . Illustrated Hand­book of Gymnastics, Tumbling and Trampolining. West Nyack, N.Y.: Parker Publishing Company.

Carr, G.A. (1980). Safety in Gymnas­tics. Vancouver, B.C.: Hancock House.

George, G. S. (1980) . Biomechanics of Women's Gymnastics. Engle­wood Cliffs, N.J.: Prentice-Hall.

Riddell , P. (1974, June-July) . Forward aerial walkover. Gymnast, 36.

a colour quarterly , published by the International Gymnastics Federation (FIG) , whose news and pictures are not restricted to any one country but cover the whole world of our beautiful sport. Special introductory subscription rates and brochure, write to:

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Competitive Stress Management

Electromyographic Biofeedback and Cognitive Coping Strategies in Competitive Stress Management:

A Case Study By Mickey Orr

World Class Gymnastic Centre Old Collinsville Road

Belleville, Illinois 62223

Abstract

T he current study employed EMG and GSR biofeed­back in conjunction with cognitive coping strategies in an effort to enhance self­

regulation of stress during competition . The subject was a female collegiate varsity gymnast competing for the Uni­versity of Northern Colorado. Treat­ment involved a six-week program of frontalis EMG biofeedback. Additional­ly, four weeks of GSR biofeedback facilitated transfer of stress manage­ment skills from he laboratory to prac­tices.

Cognitive coping strategies were de-

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50

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0 Ave. I = 40.4 II

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veloped over the 1 0-week period and included relaxation training, mental im­agery, and self talk. Cognitive skills facilitated transfer of biofeedback skills from the laboratory to practices and, finally, to the competitive environment. Treatment began one week prior to the first meet of the season and was con­cluded one week prior to the national championships (10 weeks) .

Stress during gymnastic competition is a learned re­sponse to inherently neu­tral environmental and in­ternal stimuli which are

perceived by the performer to be threat­ening. Common stressors in this con­text include audience effects, fear of performing poorly, and concern about scores. When psychological stress manifests itself physiologically the usual result is inhibited performance. The present study was designed to alleviate the negative affect of competi­tive stress in one female collegiate varsity gymnast.

SESSION II III IV

Method Subject. The subject was a 20-year­

old female collegiate all-around gym­nast who ranked consistently in the top 20 of NCAA Division II nationally. She was 5 ft. 8 in. tall and weighed 130 lbs. with a mesomorphic body type. The subject experienced the highest levels of stress prior to and during the beam competition which resulted in unneces­sary muscular tension and increased movement tempo; consequently, per­formance was impaired.

Biofeedback Procedures. The biofeedback training occurred in three phases as suggested by Meichenbaum (1976): 1) initial treatment concep­tualization and familiarization; 2) skills­acquisition and -rehearsal; 3) transfer of treatment from the laboratory to the competitive environment.

The subject was informed about and consented to participation in the study. The initial meeting was arranged to familiarize and desensitize S to proce­dures in order to reduce potential arti­facts due to increased arousal which

v VI

3 4 5 2 3 4 5 1 2 3 4 5 2 3 4 5 1 2 3 4 5

(\ I /'--

39 .o III = 25.4 IV = 14. 0 v = 12.5 VI = 14.0

Technique

,,

may accompany initial laboratory trials. This was accomplished by a prelimin­ary EMG biofeedback session which duplicated that of actual treatment. Further, the subject completed a Gym­nastic Anxiety Inventory (Orr, 1986) which was designed to identify com­petition-related psychological stressors and to assess the subject's specific physiological stress response(s). The inventory was completed after the third week of treatment and again following the post-test.

For the first treatment session on the subject was instructed to "relax" to the best of her ability while she sat blind­folded for a half-hour period. This was done to minimize residual muscle ten­sion from any vigorous activity prior to treatment. This preliminary relaxation period was not included as part of the treatment in subsequent trials.

Skills-acquisition procedures began with a frontalis EMG using an Autogen 1700 set at the 100- to 200-Hz. band­pass. Following the preliminary relaxa­tion period, a three-electrode band was fixed 1 /2 inch above the subject's eye­brows with the center electrode in verti­cal alignment with the nasion and in­ferior to the Anterior Galea Aponeuroti­ca where it bisects the frontalis muscle in the saggital plane.

The subject was instructed to close her eyes and continue to "relax" to the best of her ability. She was told that by relaxing the frontalis muscle, general muscular relaxation throughout the body would result. The experimenter recorded the visually monitored analog information (numerical reading) at two­minute intervals for a period of 1 O min­utes. The numerical total of the five

. readings was summed and divided by five to arrive at a numerical average which corresponded to the subject's average stress level during the 10-minute trial. This portion of treatment will be referred to as "no-feedback." Im­mediately following this segment of the treatment the subject was instructed to open her eyes and watch the monitor as she attempted to move the needle as far left as possible. She was told that the farther left the needle was, the more relaxed she had become. This was done for a period of 15 minutes. The EMG monitor was the only source of feedback utilized; the light display, au­dio feedback, and verbal feedback from the experimenter were not used. This portion of treatment will be referred to as "feedback."

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Also, please be sure to include a street address. UPS will not deliver to P.O. Box numbers. So, start using these FREE materi­als to build your program and promote our sport.

11

T he no-feedback - feed­back procedure was fol­lowed the first session of each week. The remaining two sessions per week in­

volved only the feedback portion of treatment where the subject monitored her stress level in the absence of the experimenter. The experimenter was present only to make sure that the elec­trodes were properly positioned and that the Autogen 1 700 was set appro­priately.

At the conclusion of the fourth week of EMG biofeedback training, the sub­ject was instructed in the use of the GSR biofeedback device. This was accomplished by reading the manual and listening to an instructional audio cassette tape in the presence of the ex­perimenter. The GSR was used during regularly scheduled gymnastic prac­tices, twice per week, under competi­tion-simulated conditions. The simu­lated competition involved the entire competitive team warming-up in com­petition fashion and performing in com­petitive line-up order. The event rota­tion was the same that would be fol­lowed during the ensuing competition. The coach acted as judge during the execution of routines.

Cognitive Coping Procedures. Prior to EMG training the subject had been introduced to and was practicing imagery techniques as part of her regu­lar gymnastic training. The techniques were assimilated from those suggested by Loehr (1980); Orlick (1980); and Nideffer (1985) . The objective of imag­ery training was to develop proficiency with respect to vividness, perspective, and timing. Fundamental to these three qualities of imagery training is the con­cept that practice proceed from less complex images, such as shapes and colors, to more complex images, such as movements and sounds.

Vividness refers to the ability of the subject to imagine the performance in detail: "seeing," "hearing," and "feel­ing" aspects of the performance as they are in actuality. Techniques used to de­velop the quality of vividness included: imagining the movements of a floor ex­ercise routine while listening to the music; imagining the floor exercise music while performing the move­ments; imagining a meet situation dur­ing practices (audience, judges, etc.); and rehearsing movements covertly immediately following actual perfor­mance.

The subject was also trained to imag­ine her routines from a first-person or

subjective perspective as she would see and feel the movement during its execution. Methods used to develop this quality of proficient imagery relied heavily on covert rehearsal immediate­ly following the actual performance of a movement or routine. Also, the subject viewed videotape replay of movements and routines which involves observa­tion from a third-person or objective perspective. She then would attempt to view the same movements from a sub­jective perspective. As advocated by Weinberg (1984), subjective imagery allows the performer to process in­formation in a manner that more closely duplicates overt performance than would occur if the objective perspective were employed.

Timing movement images to match actual performance time was also prac­ticed. Imagined routines would be timed and compared to actual execu­tion time.

Since no objective measures of vivid­ness and perspective have been de­veloped, the experimenter accepted a subjective assessment of competency in these areas. Ability to perceive movement time during imagined routines was found to be close to the movement time of actual routines. It

PRETEST 1 2 3 4 5

70 A

65

60

55

50 \ 45 ~

6

4-

2

0 Ave PRETEST = 51.0

was concluded that the subject had de­veloped an adequate degree of pro­ficiency in movement imagery. It is evi­dent, however, that stricter, more objective measures need to be de­veloped.

Beginning with the fourth week of EMG training, the subject was in­structed to imagine stressful, competi­tion-related scenes while monitoring EMG output. The statements were de­veloped from the anxiety inventory and read to the subject during training. Statements were arranged in order from least to most anxiety-provoking. The instructions were: "I will read to you a series of statements. Imagine the scene as vividly as you can while trying to keep the needle to the left." An exam­ple of the statements read is presented below:

Mildly Stressful

1) You are next up on vault/bars/ beam/floor.

2) The judge acknowledges you. 3) Imagine yourself performing your

routine from mount to dismount.

Moderately Stressful

1) You are next up on vault/bars/ beam/floor - you know that the

POSTTEST 1 2 3 4 5

POSTTEST = 3.2

Figure Captions

Figure 1. 1 a) No-feedback readings recorded throughout the six week EMG biofeedback skills-acquisition training period; 1 b) No­feedback readings recorded for the pre-test and post-test.

Figure 2. Average EMG output recorded during pre-test, no­feedback sessions, and post-test.

Technique

judges are scoring tough (specific judges' names were read) and that you will have to hit well to re­ceive a decent score.

2) You prepare to salute the head judge and realize that she has been waiting for you.

3) You begin your routine with a minor error and know that it will cost you a few tenths.

Most Stressful

1) You are next up on vault/bars/ beam/floor - the judges have been giving favorable scores to the other team but not your team. It is a very close meet and the team is depending on your per­formance.

2) You did not have a good week of practice and warm-ups were terri­ble. You do not like the equipment and do not feel very confident about your ensuing performance.

3) Your teammates competing be­fore you have had numerous falls during their routines. You also fall as you begin your routine and must now finish .

The experimenter reads the state­ments to the subject during week four. During weeks five and six the subject

reads the statements silently to herself. The more anxiety-provoking state­ments were read only after an adequate EMG reading was attained for less stressful scenes. Also at the beginning of week four the subject and ex­perimenter collaborated to develop self-talk statements in an attempt to neutralize the negative affect of com­petitive stress. Some self-talk state­ments were " Breath slowly," "This routine is yours," "Release your ten­sion," and "Just like practice. "

Relaxation training involved listening to a 15 minute audio cassette tape (Thought Technology, Ltd.) utilizing the "body scan" method which the subject performed at home daily. The subject reported using the tape only three times before she developed her own body scan relaxation methods which was used nightly to induce relaxation and sleep.

Results

F igure 1 a depicts the sub­ject's EMG levels recorded by the experimenter for the six weekly no-feedback sessions. Figure 1 b shows

no feedback readings taken during the pre-test and post-test. The post-test

SESSION

PRE I II III IV v VI 'POST

consisted of a no feedback reading taken six weeks following EMG training in order to assess the degree of reten­tion of the learned biofeedback skills.

As shown in Figure 1 a, the subject exhibited little improvement in perfor­mance from sessions I to II. A marked improvement was shown from sessions II through IV. She showed continued, though lesser, improvement from ses­sion IV to session V and then a slight increase in tension from sessions V to VI.

Figure 1 b illustrates the fact that the highest levels of EMG output occurred during the pre-test while the lowest stress level was exhibited during the post-test.

The averages of the EMG pre-test, no-feedback sessions, and post-test are plotted in Figure 2.

Discussion

F rom the performance curves in Figures 1 and 2 learning can be inferred. It appears that the pre-test did serve to desensitize S with

regard to the experimental setting and permitted a more accurate baseline reading during session I. The first week of EMG training did not result in signifi­cant improvement in the subsequent session (11) although it cannot be con­cluded that learning did not result. The most pronounced performance incre­ments during regular training occurred from sessions II to Ill and from sessions Ill to IV of 13.6 and 10.6 microvolts, re­spectively. From sessions IV through VI there was a negligible increment fol­lowed by an equally neglible decre­ment. It is uncertain whether the subject experienced a plateau in performance or whether the other interventions intro­duced at the beginning of the fourth week inhibited further gains.

Perhaps the most interesting finding was that six weeks following EMG train­ing, the subject demonstrated a 10.8 microvolt performance gain from ses­sion VI to the post-test. Whether this performance increment was a result of the treatment, maturation, or ex­perimenter or apparatus error cannot be determined. Further, readings were recorded subjectively by the interview­er. Due to the frequent fluctuations of EMG activity, it is recommended that similar studies employ the use of a digi­tal integrator for more accurate data.

13

The subject did report feeling " less tense" during competitions subsequent to the first few weeks of treatment. Table 1 shows how the subject rated her stress level, per event, prior to train­ing and after training . Degree of per­ceived stress was rated on a scale from 1 to 10, with 1 representing " lease stressful. "

Event

Vault Bars Beam Floor

Table 1 Subjective Stress Level Rating

Before and After Treatment

Degree of Stress

Before Treatment

2 7

8-9 4

After Treatment

1 4 6 3

As depicted in Table 1, the subject's perceived level of stress decreased on each event from the outset to the con­clusion of treatment. The most pro­nounced reductions were on bars and beam which caused S the greatest amount of stress at the beginning of treatment. The subject reported that when she experienced stress during the latter phases of treatment, the phys­iological symptoms "were the same but to a lesser degree" and occurred less frequently.

Although EMG training appeared to be useful in the reduction of stress, the author is in concurrence with Krems­dorf, et. al. (1981 ) who propose that the use of biofeedback, per se, is only use-

ful in treating the symptoms of stress and it is the cognitive restructuring or coping strategies that permit inherently nonstressful stimuli to be viewed as nonthreatening.

The ability to relax (reduction of mus­cle tension) in the face of impending threat requires appropriate cognitive strategies (Costa , et. al. , 1984 ; McAuley, 1982) as well as voluntary control over the symptoms of stress. Biofeedback allows the subject to de­velop increased awareness regarding individual physiological manifestations of the stress response so that appropri­ate cognitive strategies can be formu­lated to alleviate them (Budzynski and Stoyva, 1969) . The present study appeared to be successful in reducing the competitive stress of the subject in­volved.

References

Budzynski , T . H. , & Stoyva, J . M. (1969) . An instrument for producing deep muscle relaxation by means of analog information feedback. Jour­nal of Applied Behavior Analysis, 2, 231-237.

Connally, R. E. , Nelesen, R. A. , Dieter, J. N. & Uliano, K. (1983). Three re­curring electromyographic biofeed­back research problems and a laboratory model. Perceptual and Motor Skills, 57, 1059-1069.

Costa, A. , Bonaccorsi , M. , & Srimali , T. ( 1984). Biofeedback and control of

anxiety preceding athletic competi­tion . International Journal of Sport Psychology, 15, 98-109.

Kremsdorf, R. B., Kochanowicz, N. A., & Costell , S. (1981 ). Cognitive skills training versus EMG biofeedback in the treatment of tension headaches. Biofeedback and Self-Regulation, Vol. 6, No. 1, 93-102.

Loehr, J . (1980) . Athletic Excellence. Denver: Stanford Press.

McAuley, E., & Rotella, R. (1982) . A cognitive behavioral approach to en­hancing gymnastic performance . Motor Skills: Theory into Practice, Vol. 6, No. 2, 67-75.

Meichenbaum, D. (1976) . Cognitive factors in biofeedback therapy. Biofeedback and Self-Regulation, Vol. 1, No. 2, 201-216.

Nideffer, R. M. (1985) . Athletes' Guide to Mental Training. Champaign, Ill.: Human Kinetics Publishers , Inc . Orlick, T. (1980). In Pursuit of Ex­cellence. Champaign , Ill.: Human. Kinetics Publishers, Inc.

Thought Technology, Ltd. North Plattsburgh, New York.

Weinberg, R. S. (1984) . Mental prepa­ration strategies. Psychological Foundations of Sport, 145-156.

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Technique

Psychological Characteristics Of

Junior Elite Female Gymnasts

By Keith Henschen and Bill Sands (University of Utah)

T he 1984 Olympics evidenced an outstanding performance by both the United States men's and women's gymnastics teams. We should definitely be proud of and bask in the glory of these two tremendous efforts. But now that all

the accolades have been despensed and received, it is time to reflect and initiate preparation for the next Olympiad. In reality, although the 1984 Olympic performance was excel­lent, the next Olympics will be much more difficult. It is highly likely that all of the Iron Curtain countries will be in attendance and provide much better competition than was in Los Angeles. If the World Championships in Montreal are any indication, we had better initiate preparation proce­dures immediately in order to be competitive in Seoul, Korea.

If the young gymnasts representing the United States are to attain their full potentials, they must be provided not only the best technical training but also the finest psychological preparation. The psychological side of training has often been neglected in our country, but now seems to be widely accepted and often demanded by contemporary gymnasts. In an attempt to determine the psychological strengths and/ or weaknesses of Junior Elite Female Gymnasts, who have been identified as possible competitors during the next Olympics, this research project was undertaken. The pri­mary thrust of this investigation was to provide information that would enhance the athletes' ability to perform.

Methods

Psychological data were collected from the females participants at the Junior National Championship held in September in Salt Lake City, Utah and data were again collected (from the same individuals) at the Junior Elite Train-

ing Camp in December, 1985 at Colorado Springs, Colora­do. Data were obtained twice in order to determine the psychological differences between actual competition and training environments. The number of repeat performers (those at the national competition and at the training center) was N = 15.

The battery of psychological instruments administered included the following: (1) the Achievement Motivation Scale (AM) - to assess success or avoidance failure

Technique

orientations; (2) the Tennessee Self Concept Scale (TSCS) - to assess self-concept; (3) the State - Trait Anxiety Inventory (ST Al) - to assess various types of anx­iety; (4) the Test of Attention and Interpersonal Style (TAIS) - to assess concentration styles; and (5) the Profile of Mood States (POMS) - to assess emotional states. These tests have all been proven to be scientifically valid and reliable and have also been used extensively in pre­viously reported psychological research involving elite level athletes.

RESULTS

The following table illustrates the results of the two testing periods (reported in means).

TEST COMPETITION TRAINING Achievement Motivation (AM)

Success Orientation Avoiding Failure

Self-Concept (TSCS) Total score

Anxiety (ST Al) State Trait

Attentional Style (TAIS)

Emotional States(POMS) Tension Depression Anger Vigor Fatigue Confusion

28.0 17.1

51 .3%ile

36.9 38.0

good, but can be extremely overloaded

50.0%ile 46.3%ile 46.8%ile 55.9%ile 47.4%ile 44.4%ile

28.9 15.5

43.6%ile

61.4 46.3 good

36.5%ile 33.6%ile 39.2%ile 67.0%ile 59.2%ile 22.8%ile

,Jr E:lite AM, TSCS, STAI C:omp•ll i!ion -· Meqns: Repeote rs

IDEAL

30 + 15 -

60%ile

35 35

good

40%ile 40%ile 40%ile 60%ile 40%ile 40%ile

70 . -- -------- - ---- - - --- - --- -------------- - - -- -- - -- --- - ---

60 7,

so 7

40

30

20

10

.A.l==T<35

[('7-1 Com petjti1>11

15

Figure 1 illustrates the same data as the previous table but in pictorial form for the achievement motivation, self­concept and anxiety tests.

Figure 2 illustrates the data concerning the scores from TAIS (concentration) instrument.

Jr Elite Psych TAIS Nt1tion11I Cht1mpionships &: Training C•Jmp

70 . ---- --- - -- -- - ---- - -------- ---- - - --- - -------- - ------- --

65.

60 /~ :"vf\V v \

\

45 .

40 .

35 .

JO · ------- --- , ------ - ---r ---- ---- -- -- --- -- ---r - - --------

B>.55 0 <.50 B>60 0 <50 N> tiO R<50

o Group ~4 1rnr1s N==38 T•~!Jl Co teg c·ries

t Idea l Boundaries

Cc·mparim>n "'"· Meqns : Repe•Jl:ers 100 . --- - ------------ --------------- - ---- - -------- - - - -- -- - -

90 .

80 .

70

30

20 .

10 .

0 · --- ------ - , -------- - - , ---- - ---- - r --- - ------ r --- - -- -----T < 45 !} <45 A <4.5 V >60 F <4.5 C -"~.5

Coh !~1 cries -t Comp -Q hhml Bound .

Figure 3 demonstrates the gymnasts scores from both the training camp and the competition on the emotional states scale.

Discussion

T he most important question is "What does all of this psychological data tell us"? Additionally, how can this information be utilized to improve the performances of these gymnasts? Allow us to attempt to answer both of these questions.

The testing results indicate that our junior elite female gymnasts are fairly success oriented in both training and competition situations. It is interesting to note though that these young competitors become more avoiding failure oriented during competition situations. In other words, these gymnasts become more conservative and tentative

16

during competition instead of relaxing and flowing with their performances. Coaches need to be aware of this fact and encourage the young ladies to approach competition with the same emotional set as they do training .

Self-concept scores in both the training and competition realms are too low for elite level athletes. World class com­petitors normally demonstrate high above average self­concepts. Our junior elite female gymnasts fail to do this. Coaches working with these young ladies need to utilize various programs devised for self-concept enhancement. Athletes who do not believe in themselves rarely perform well in difficult competitions. Self-concept is probably the most crucial psychological need of these junior elite female gymnasts.

Anxiety scores demonstrated by these gymnasts were quite interesting. Anxiety scores indicated at the national competition were much lower than those revealed at the training camp. The reason for this is probably that at the nationals each gymnast was accompanied by her personal coach and possibly close family members, while at the training camp these same circumstances were not in evi­dence. Nevertheless, the anxiety scores, in both situations, were too high. Lowering anxiety scores should be another concern for coaches of these young athletes.

Concentration scores indicated during training were ex­cellent. Also, the concentration scores during competition were good except in the area of external overloading. This means that the gymnasts have good concentration skills generally, but can have trouble during important competi­tion situations because of all the environmental distrac­tions. The more things going on around them limits their abilities to concentrate on what they are doing.

The assessment of mood states (POMS) also revealed some interesting results. The emotionality of the gymnasts during training appears to be fine except in one area -fatigue. These young ladies indicate a much too high level of fatigue. This should tell coaches that their training sched­ules are too demanding physically for this age level of females. Or, another explanation might be that coaches are not allowing sufficient time for the athletes to "peak". Evi­dence of this is the fact that this high level of fatigue is also demonstrated in the competition situation. Complicating the fatigue issue is the high level of tension during competition. During important meets our junior elite females are tired and tense. No one competes well with this combination of psychological characteristics.

Conclusions

I f the United States is desirous of duplicating the re­sult of the 1984 Olympics for its female gymnastics team in Seoul, Korea (1988), we had better initiate psychological training for our future competitors and their coaches immediately. Our young female gym-

nasts are not overly success oriented, are tense and fa­tigued during competition, and lack the self-concept neces­sary to be competitive in world competitions. These psychological problems will not improve by themselves . It is time the United States realizes that the Iron Curtain coun­tries are developing psychologically and physically strong athletes, and that we must follow suit. Without this psycho­logical training our gymnasts will be at a decided disadvan­tage. Success in future international competitions is greatly dependent upon providing the requisite psychological train­ing.

Technique

CALENDAR UNITED STATES GYMNASTICS

FEDERATION

1986-88 PROPOSED EVENT SCHEDULE (Dates & Events subject to change or

cancellation) Updated November 7, 1986

1986

December 9-16 Taipei Invitational (Jr. M) Taipei ,

Taiwan 10-15 Gym Masters (M/W) Belgium 8-15 Tulit Peter (Jr. M) Kiskunhalas,

Hungary 11-15 5th International Rhythmic Lahti,

Lahti Finland 13-20 Junior Pan Am Games Barquisimeto,

(M/W/R) vz 16-22 Kraft International London,

Tournament (M/W) England 17-21 Senior Mens Training West Point,

Camp NY 18-22 Sr. Women 's Training Colorado

Camp (W~ Springs, CO 26- Jr . Boys ational Testing Colorado Jan 5 & Training (M) Springs, CO

1987 January

3 USA vs . Australia Colorado ~r. Boys) Springs, CO

21-23 reat American Sports L.A. , Spectacular California

24 Super Bowl Cup L.A. , California

February 4-8 Senior Men's Training Colorado

Camp (M) Springs, CO

March 7-8 First Regional Elite Meet (W) Various

Sites (TBA) 7-8 McDonald 's American Cup Fairfax,

(M/W) Virginia 12 International Mixed Pairs Norfolk,

(M/W) 13-22 Australian Games (M/W/R)

Virginia Melbourne, Australia

20-21 Women's Day Cup (R) Prague, Czechoslovakia

27-28 Cup of the Popes (W) Avignon , France

28-29 Second Regional Elite Meet Various (W) Sites

TBA Moscow/Riga USSR

April 3-5 U.S. Rhythmic Gymnastics Indianapolis,

Championships IN 4-12 Junior Training Camp (M) Colorado

Springs, CO 10-11 American Classic Nationals Boca Raton ,

(W) FL 11 USA vs . South Korea Colorado

(Jr.M) Springs, CO 12 National Elite Clinic (W) Florida 24-26 NCAA National L.A.,

Championships (M) California 24-25 NCAA National TBA

25-26 Championships (W) Romania Cup (M/W) Ploesti ,

Romania 25-26 Class I State Meets (W) TBA 25-26 USA/USSR Dual Competition Denver, CO

(M/W) 27- USA/USSR Friendship Tour Various May 3 Sites TBA *TBS Cup (M/W) Japan TBA Champions All TBA TBA • Hungary/Bul0aria TBA

Invitational (R

Technique

9-10 15-17

16-17

16-17

May Class I Regionals (W) •Corbeil (R)

Third Regional Elite Meet (W) Sr. Elite Qualifying Meets (M)

TBA Corbeil , France Various Sites (TBA) New Haven, CT Ohio State Madison, WI Los Angeles , CA

USGF AFFILIATED GYMNASTICS EVENTS

1986-89 PROPOSED SCHEDULE (Dates & Events subject to change or

cancellation) Updated November 6, 1986

1987

February 20 Mardi Gras lnvita- Baton

tional (M/W) Rouge, LA

April 3-4 NCAA Big Eight U. of

Championships (M) Oklahoma 24-26 NCAA National Los Angeles ,

Championships (M) CA 24-25 NCAA National TBA

Championships (W)

May 9 Emerald Empire Cup Eugene, OR

June 9-11 State of Indiana South Bend ,

Special Olympics IN

July 31 -Aug 8

International Summer South Bend , Special Olympics IN

25-26

30-Apr 2

1988

March NCAA Big Eight Championships (M) NCAA National Championships (M)

April

U. of Nebraska •Lincoln , NE

14-16 NCAA National TBA Championships (M)

22-23 NCAA National TBA Championships (W)

1989

March 24-24 NCAA Big Eight Iowa State

Championships (M)

April 13-15 NCAA National TBA

Championships (M) 14-15 NCAA National TBA

Championships (W)

• - Tentative Dates or Sites TBA - To Be Announced • • - Proposed Event M) - Men W) - Women R) - Rhythmic C) - Children J) - Junior S) - Senior

1987 Pan American Team Men's Selection Procedures

The 1987 Men 's Pan American Team will be selected by the following procedure:

The Championships of the USA, June 18-21, 1987 in Kansas City, Mis­souri will determine the 1987-88 National Team. These top 18 indi­viduals will be considered for various competitive experiences and opportu­nities in the coming year.

The top ten (10) will be chosen as the Pan American Training squad.

This group will assemble in Colorado Springs on July 19, 1987 for the pur­pose of a training camp and team selec­tion.

July 20-23 will be training days. July 24-The first of two compulsory

exercise intersquad competitions will be conducted at the Olympic Training Center Sports Center.

July 25-The athletes will do promo­tional clinics and appearances at vari­ous clubs, schools, etc in and around Colorado Springs.

July 26-29-Training days. July 30-Final intersquad competi­

tion-TEAM IS NAMED (Selection is based on 30 percent of optional score from Championships of USA and 70

percent of compulsory score from the combined average of the two inter­squads held in Colorado Springs-July 24 and 30) Seven athletes are named. Six plus an alternate. The other athletes depart on August 1 for home.

July 31-Athletes will do promotional clinics and appearances at various clubs, schools, etc in and around Col­orado Springs.

August 1-Pan American Team leaves for Indianapolis and Pan Am Vil­lage (Fort Benjamin Harrison).

August 2-8-Training. August 9-10-0fficial Podium Train­

ing. August 11-Light training. August 12-Compulsory competi­

tion . August 13-Team optional competi­

tion. August 14-Rest day. August 15-All-Around competition

(three per country maximum) . August 16-lndividual event finals

competition (two per country max­imum)

August 17-Departure of mens com­petitors, judges, etc.

17

\)SA

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Adultsizes XL L M S Last Digit 1 2 3 4

Youth Sizes L M s Last Digit 5 6 7

LONG SLEEVE T's (All Sizes) 5111-5117 USA Gymnastics 10.95 5121-5127 USGFLogo 10.95 5171.5177 American Cup 10.95 SHORT SLEEVE T's (All Sizes) 5131-5137 USGFLogo 7.95 5161-5167 USA Gymnastics 7.95 9011-9017 USA vs. China 7.95 9041-9044 USA vs. USSR 7.95 9071-9074 86 Pacific Alliance 7.95 SLEEVELESS T's (All Sizes) 9021-9027 World Team Trials 85 6.95 APPAREL 50025007 Olympic Leotards

(Adult Lio YouthSOnly) 33.95

5201-5204 Classic Casual Shirt 21.95 (Adult Sizes Only)

32.95 5301-5304 Veloure Pullover Top (Adult Sizes Only)

22.95 5311-5317 USA Gymnastics Sweatshirt 5401-5407 White Satin Jackets 37.95 5501-5507 USGFOfficia!Warmup 69.95 5701 USGFLogoTowel 20.00

BAGS 5411 USGFTote Bag 7.95 5421 Official\\brkoutBag 9.95 5591 DuffieBag (Gray) 8.95 5592 Duffie Bag (Blue) 8.95 5541 Briefcase 12.00 5551 Travel Kit 6.50 5597 Carry All Bag iOrangel 10.95 5598 Carry All Bag (Gold) 10.95 5599 Carry All Bag (Yellow l 10.95 5511 USGFGarmentTravel Bag 39.95

USGF Merchandising P.O. '!lox 5562 Indianapolis, IN 46255-5562

NAME----------------­

ADDRESS ---------------

CITY _______ STATE ____ ZIP __

ORDER# QTY. DESCRIPTION PRICE TOTAL

TOTAL AMT.

FOR CREDIT CARD ORDER ONLY,

CALL 317-638-8743 W&~Z·EXPIRES: __ _

- U.S. GYMNASTICS FEDERATION

SAFETY CERTIFICATION TESTING

General Points of Everyone Needs To Be Safety Certified 1. Promotes a safer teaching/learning environment. Information 2. Reduces insurance premiums.

1. The text book for the Certification Course is the USGF GYM-3. Identifies your commitment to your profession, your sport NASTICS SAFETY MANUAL. This text/reference manual is and your athletes. to be purchased and studied prior to course participation. 4. Implementation of stricter safety practices will help reduce

the chances of accidents and/or injuries. 2. The course will take approximately six hours, including the 5. Helps in membership recruitment. test.

3. The Course fee is $100.00 (retest cost is $25.00). 4. Certification is good for four years.

Dates, Times and Locations will all be listed in USA GYMNASTICS and USGF TECHNIQUE. They can also be checked by calling the USGF Department of Safety

Sunday, January 4, 1987 Rochester, NY-9 :00am-3:00pm Course Dir: Sarah Jane Bernhardt

716-381-8840 Saturday, January 10, 1987 Indianapolis, IN-9:00am-3:00pm Landmark Center (Lower Level) 1099 North Meridian Indianapolis, IN 46204 Course Dir: Robert Cowan

317-638-8743 Local Contact: Robert Wright

317-788-9463

and Education at (317) 638-8743.

Champaign, IL-9:00am-5:00pm Sportasticks, Inc . 510 Staley Road Champaign, IL 61821 Course Dir: Bev Hayasaki

Monte Kimes 217-352-4269

Local Contacts: Monte Kimes Marcia Randol 217-352-4269

Hotel Contact: Innsbruck Lodge 217-398-3800

OverJ.and Park, Kansas-10:00am-5:00pm Walnut Grove Elementary School 11800 S. Pflumm Overland Park, KS Course Dir: Kayce Gilmore

913-648-5888 913-829-1700

Participation Registration Form Name: Mr./Mrs ./Ms .

Address: ------------------Telephone: ('-H-'-) ______ _,,(B~)'-------

Organization Represented: __________ _

If USGF Member, List Type and Number: ___ _

Form of Payment:

Check Visa Mastercard Name on Card: ______________ _

Number:

Expiration Date: ___ Signature: ______ _

Please make checks payable in full to: USGF SAFETY CERTIFICATION Mail Registration Form and Payment to Respective Course Contact.

·oo NOT WRITE BELOW THIS LINE - FOR OFFICE USE ONLY*

Registration Form Received: _________ _

Confirmation Mailed: